WSIS+10 Review Meeting26 February 2013

Lessons from Mobile Learning for Social Inclusion

of Women and Girls

UNESCO Education Sector

Section for Teacher Devlopment and Education Policies - ICT in Education

Diane Boulay

“The process by which efforts are made to ensure equal opportunities - that everyone, regardless of their background, can achieve

their full potential in life. Such efforts include policies and actions that promote equal

access to (public) services as well as enable citizen’s participation in the decision-making

processes that affect their lives.” (United Nations, DESA – ECOSOC, 2013)

Social Inclusion

Increase

Equal participation by all in society

Social Inclusion

BARRIERS TO PARTICIPATIONT E C H N O L O G I C A L

S O C I O C U L T U R A L

P S Y C H O L O G I C A L

E D U C A T I O N A L

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Y S I C A L

E C O N O M I C

O T H E R

P O L I T I C A L

Increase

Equalparticipation by all in society

Social Inclusion

BARRIERS TO PARTICIPATION

E D U C A T I O N A L

P S Y C H O L O G I C A L

T E C H N O L O G I C A L

S O C I O C U L T U R A L

P H

Y S I C A L

E C O N O M I C

O T H E R

P O L I T I C A L

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“Girls and women represent the majority of people living in poverty, that are subject to discrimination and gender-based violence and are less likely to have access to services, including education.”UNESCO, Gender Equality & Girls’ and Women’s Education, 2013

Girls and Women

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• Literacy is one of the main causes and effects of poverty.

• Literacy is a key skill in order for people to participate in and contribute to society, and to benefit from services and progress within societies.

• Illiterate children and adults are more likely to be excluded from social services, economic and educational opportunities, political decision-making, and to be more vulnerable to dominant and controlling forces which reinforce and exacerbate inequalities.

Literacy and exclusion

e

Illiterate girls and women therefore face

dual discrimination and are more vulnerable to

social exclusion

Education is a fundamental human right and is essential for the exercise of all other human rights. Universal Declaration of Human Rights, Article 26 / UNESCO

Literacy is a tool for empowering women to fight against injustice, inequality and social or cultural barriers. EFA Global Monitoring Report, 2012, et al

There are 775 million illiterate adults worldwide, two-thirds of whom are women. UNESCO Institute for Statistics, 2010

About 32 million girls did not attend school in 2010.UNESCO Institute for Statistics, 2010

Literacy and Social Inclusion: Engaging the Disengaged

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Global Adult Illiteracy Rates for Women and Men

(Source: UNESCO Institute for Statistics, 2012)

85%Literate Adults

1/3 of whom are

illiterate men

2/3 of whom are illiterate

women(508 million)

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Global Youth Illiteracy Ratesfor Females and Males, 18-24 years

(Source: UNESCO Institute for Statistics, 2012)

89.9%Literate youth

3.8% of whom

are male youth

6.2% of whom are female youth

122 million youth

Illiterate youth

A promising solution…but not without challenges

Women and girls in particular face greater exclusion and more barriers to accessing education…(cultural, societal, religious, political, economical, their own attitudes, and geographic or security constraints. )

Despite this potential, women and girls are also hindered by a lack of access to the technology(including poor technology-related infrastructures, cost, low levels of knowledge on how to use the devices, feelings of technophobia, embarrassment, or a lack of confidence in their use, misunderstanding of how mobiles can be relevant for them)

Learning through mobile devices can help overcome some of these barriers….(their unique features include portability, relative affordability, discreteness, potential content richness, wide-use and increasing social acceptability, and one-to-one learning advantages)

Worldwide, there were approximately 6 billion mobile phone subscriptions at the end of 2011 though about half account for double subscriptions. (ITU, 2011; Nokia 2012)

Over the next 5 years, 2 out of every 3 potential new mobile phone subscribers will be women. (GMSA - mWomen, 2010)

Thus, there is growing interest in mobile devices’ contribution in this area and a need to know more about:• how mobile devices can provide better access to

education, especially to women and girls; and• how to overcome the obstacles preventing their

optimal use for learning and improvement of livelihoods.

UNESCO is currently undertaking a project to address this interest, aiming to uncover

lessons learned and provide policy guidance.

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Project Background

• Funded by the U.S. Government.

• Implemented by UNESCO HQ Education Sector, within the frameworks: *United Nations Literacy Decade (UNLD) Fund *Global Partnership for Girls’ and Women’s education – "Better Life Better Future: Quality Education for Girls and Women" • Field support from UNESCO offices and institutes, and others: *Bangkok & Regional Bureau for Education *Islamabad *Dakar *IIEP, Buenos Aires *Organization of American States

• June 2012 - May 2013

• Global comparative publication anticipated for May 2013, to prepare the background for future, country-level implementation activities.

Project Goals Empowerment through learning and literacy via mobile

(phones) for improved education and livelihoods

Social Inclusion

Empower women and girls

through education via innovative mobile technology-based

learning and information

programmes.

Acquire literacy and improve the use of

literacy skills of neo-literate women

and girls through innovative mobile technology-based

learning and information

programmes.

Provide access to information on issues, such as civic and human

rights, health and hygiene, nutrition,

agriculture, or banking.

Scope

• Global in scope, regional approach: *Asia & the Pacific

*AfricaHighest illiteracy rates, large populations, highest and fastest growing rates of mobile phone subscriptions; where most initiatives are happening.

*Latin (and North) America & the Caribbean *Arab States

• Focus on solutions for developing countries in particular

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Selected Case-Studies

1. Jokko Initiative: Tostan International & UNICEF (Senegal)

2. Project ABC–Mobiles 4 Literacy: Tufts U., University of Oxford, Catholic Relief Services (Niger)

AFRICA

ARAB STATES3. Somali Youth Livelihoods Project: Souktel & EDC (Somalia)

LATIN AMERICA & the CARIBBEAN4. AlfabeTIC Celular: Organization of Ibero-American States (Argentina)

ASIA & THE PACIFIC5. Phone Revolution Project: Oxfam–Digital Vision, Women for Prosperity, Nokia (Cambodia)6. The MILLEE Project: Carnegie Mellon University (India, China)

7. Nokia Life: Nokia (India, Indonesia, China) (+Nigeria)

8. Mobile-based Literacy Programme: Bunyad Foundation, UNESCO Islamabad, Mobilink (Pakistan)

9. Mobile Literacy Program: Afghan Institute of Learning, Creating Hope International, U.S.-Afghan Women’s Council at Georgetown University (Afghanistan)

Regional Reviews Case Studies Regional Consultation Workshops

Global Comparative

Analysis

Overview of initiatives to foster or improve learning & literacy among women or girls via mobile phones

In-depth analyses of initiatives, lessons we can learn from them and policy recommendations for future scaling-up of similar initiatives

Convening authors, experts, and policymakers to provide input on regional experiences, to identify preliminary lessons, and to consider initial policy recommendations

Analysis comparing specific factors and pre-conditions for success, unique features, and lessons learned

Sources of input and insights

Participants at the Asia & the Pacific Regional Consultation Workshop, Bangkok, Thailand27-28 November 2012

Guiding Framework for Mobile Learning

Socio-cultural ecological approach to mobile learning (Pachier et al., 2010).

(Guiding framework provided by the Asia & the Pacific Regional Review author, Dr. Hyo-Jeong So)

Agency

Structure

Mobile learning

Cultural Practices

Individual learner-dependent factors (attitude, motivation, meaning-making)

Macro factors governing learners in different learning spaces (education system, school curricula)

Mobile learning in different learning spaces (formal & informal)

Empowerment

Literacy

Some preliminary lessons

• Non-exhaustive

• Still under development and elaboration

• Grounded in specific contexts and informed by case study and regional review authors, programme managers, subject-matter experts, and local policymakers, particulalry from the Regional Consultation Workshops for Africa / Asia & the Pacific / Latin and North America & the Caribbean

• Education and Learning• Context and Content• Gender Relations and Empowerment• Stakeholders

General typography of lessons learned

• Equal mobile opportunities for equality of education: Equal access to, ownership of, and control over mobile phones should be protected as a basic human right in policy statements in order to avoid excluding females from emerging learning and empowerment opportunities enabled by mobile technologies.

• Need to think about the educational (and contextual, including social, psychological and physical) needs first, then if, how and in what way technology can most appropriately fit those needs.

• Need to think about what is effective pedagogy, which should happen in real-life learning contexts.

• Do not underestimate the importance of the human factor: interaction and face-to-face learning should not be underestimated. Mobile phones are a valuable tool, but they cannot replace the teacher or physical learning community that is cultivated amongst learners.

Preliminary Lessons Learned: Education and Learning

Background Photo: Mobile Literacy Project, Pakistan - Bunyad Foundation

• The value of providing learning as “snacks and bites” to not overwhelm or intimidate learners.

• An added barrier includes needing to come up with new and effective pedagogies for specific contexts and needs.

• Need to determine useful indicators to measure the effectiveness of programmes (for example, learner attendance, participation, academic performance).

• Take the time to ensure teacher quality. Mobiles can assist teachers, but they cannot transform poor teaching into good teaching. Reinforce the capacity of teachers before programme implementation.

Preliminary Lessons Learned: Education and Learning

Background Photo: Mobile Literacy Project, Pakistan - Bunyad Foundation

• Think of different educational settings with mobile learning (contexts when you need to start with face-to-face literacy followed by mobile phones as support, for example).

• For program design in empowerment, think about content to go beyond women-specific info; Combine literacy training with income generation programs.

• Make content useful to the beneficiaries.• Importance of using local language, context, accents, needs

in literacy curriculum.• Barriers are often determined by the interplay of social

norms, control and language.• Local content and capacity building must go hand-in-hand

with the technology.• For programmes, keep them simple, interactive and fun to

motivate and incentivise.

Background Photo: Mobile Literacy Project, Pakistan - Bunyad Foundation

Preliminary Lessons Learned: Context and Content

Background Photo: Project ABC, Niger – Prof. Jenny Aker

Preliminary Lessons Learned: Gender relations and empowerment

• Importance of including men and boys in the programme design and as beneficiaries, where culturally appropriate.

• Gender relations and decision-making factors: In contexts where much control and decision-making is made by men, particularly in terms of education and ICTs, women are not as comfortable, less confident to learn language and ICT skills. Efforts should be made to create programmes that take this into consideration. On a policy level, an environment must be fostered which addresses and possibly circumvents these barriers.

• In those communities with high rates of gender-based discrimination and reticence in letting women and girls learn on phones, it is particularly important that the project incorporates a dialogue with the community/village in advance so that families and leaders understand the positive aspects and broader community benefits to be gained. This was the case for projects in Pakistan and Afghanistan projects. (Community or social mobilization programmes to “prepare the soil” for empowerment.).

Background Photo: Project ABC, Niger – Prof. Jenny Aker

Preliminary Lessons Learned: Gender relations and empowerment

• Need to give reasons, structures and spaces where women can leave their homes, without needing consent. (They don’t have much interaction with people, which is important for literacy: Community learning model, with phone as a connecting and reinforcement tool).

• Keep in mind the violence, security, harassment and issues against women stemming and potentially reinforced by mobile phone use, but also the potential in the device for providing added security and fighting against violence and harassment.

• The importance of the programme design for social influence (social inference for showing women’s empowered role in society - changing socially constructed ideas and beliefs about women and girls in the community).

• Remember that women teachers can be important and influential role models for girl (and boy) learners.

Background Photo: Project ABC, Niger – Prof. Jenny Aker

Preliminary Lessons Learned: Stakeholders

• Importance of building partnerships with organizations having the proper expertise and especially those concerned locally, but recognize the challenge of cultivating those partnerships.

• Barriers to mobile learning are often about convincing people (parents, teachers, administrators).

• Importance of government involvement from the start and throughout process; putting mobile learning and literacy for women and girls on the political agenda.

• Governments need help to contribute to developing mobile eco-system and educational environments sensitive to the needs of girls and women.

• Foster more participatory design processes; involve beneficiaries from start to ensure needs are met, content is relevant, context is understood, timing is appropriate, and a better chance for sustainability is ensured.

• For sustainability, the local partners and beneficiaries must help design and take ownership/responsibility for the programme.

Future DirectionsPilot Study(ies)Pilot study(ies) based on findings of effective practices in successful case studies and regional reviews, with a view to consider lessons learned for scaling up high quality and cost effective initiatives.

Implementation & EvaluationFull-scale implementation at country level with evaluations and impact assessments.

Special ThanksFor the input and insights, a very sincere thank you to:

Case study and regional review authors

Programme partners and managers of initiatives for sharing information and their willingness to exchange good (and not so good) practices

Workshop participants who attended the expert regional consultations on Asia & the Pacific, on Africa, and on Latin and North America and the Caribbean

Co-organizers of workshops - the UNESCO Bangkok office and the Organization of American States

Also, a special thank you to the programme participants - women and men, girls and boys – who aspire to increase their learning levels, who have overcome the challenges in accessing quality education, and who inspire us all!

Data Sources-United Nations, DESA – ECOSOC, 2013-UNESCO, Gender Equality & Girls’ and Women’s Education, Technical Note, 2013-UNESCO Institute for Statistics-Universal Declaration of Human Rights, 1948-EFA Global Monitoring Report, 2012-From Access to Equality: Empowering Girls and Women through Literacy and Secondary Education, UNESCO, 2012-Literacy and Social Inclusion: The Handbook, 2005-A Comparative Analysis of Literacy Rate in Contributing to Social Exclusion Insights by E.Bucciarelli, F.Muratore, I.Odoardi, and C.Pagliari, 2010-International Telecommunications Union, 2011-Nokia, 2012-GMSA - mWomen, 2010-Pachier et al., 2010

Photo Credits-UNESCO, Mario Santana, 2011, Bamiyan Site

-UNESCO, Aurora Ailincai, 2010, Roma Children-UNESCO, Roya Aziz/Star Group, 2007, Lycee Mahmud Tarzi-UNESCO, Akhtar Soomro, 2008, Children in the poor area of Karachi-Mobile Literacy Project, Pakistan - Bunyad Foundation-UNESCO, Akhtar Soomro, 2008, Portrait of two young girls in the poor area of Karachi-UNESCO, Tanya Habjouqa, 2011, Government primary school in Amman, Jordan -UNESCO, Hany Ali Ahmed, 2005, Cairo. Literacy centre for girls and young women-UNESCO, GMR Akash, 2010, Ms Shufiya Akter with 12 years old Laboni in class two at "Unique Child learning Center“-UNESCO, Katy Anis, 2008, Women at school, Timor-Leste-UNESCO, D. Willetts, 2011, School children in Kakuma refugee camp, Kenya-UNESCO, -Mobile Literacy Project, Pakistan - Bunyad Foundation-Project ABC, Niger – Prof. Jenny Aker

Thank you!

UNESCO - Education SectorParis, France

Mobile Learning website: http://www.unesco.org/new/en/unesco/themes/icts/m4ed/

Twitter:@UNESCOICTsFacebook: UNESCO ICTs in Education

Contacts:Dr. Fengchun Miao Ms Diane Boulay Ms Marie-Lise Bourcierf.miao@unesco.org d.boulay@unesco.org ml.bourcier@unesco.org